The Internship Field Experience is the second of three required field experiences for certification in The School of Education at The University of South Dakota. The Internship is designed to give students a more extensive and participatory experience than the Paraprofessional Field Experience, and students who complete the Internship will be better prepared to enter the Student Teacher Field Experience. In keeping with the School of Education’s theme of Reflective Decision Making + Leadership, the Internship is designed to allow students the opportunity to examine their interactions in the school setting and to evaluate the role they play in student learning. According to Donald Graves (2001), “Awareness that grows out of the specifics of your own situation produces energy. For this reason, you need to know the details of your own experience in order to make some judgments about how to set a personal and professional direction for your life.” The activities required during the Internship Field Experience and the associated written assignments will give you the chance to reflect upon your progress toward becoming a teacher. Perhaps more importantly, you will have the opportunity to reassess and, hopefully, reaffirm your commitment to teaching as a career path.
Graves, D. (2001). The Energy to Teach. Portsmouth, NH: Heinemann
Brenda Leader's Fall 2009 SEED 394 Internship Placement
Kevin J. Reins, Phone: 605-677-5831, e-mail: kreins@usd.edu
Check List - Next Steps
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Upon receiving this information, respond immediately via e-mail to Dr. Kevin Reins indicating that you have received your placement information and that you have no major conflict with the placement.
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Contact your field-based supervisor within 48 hours of receiving your placement information either by phone or e-mail.
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During this first e-mail or phone call to your field based supervisor, ask to set up the first meeting (at your FBS’s convenience) for you to visit the classroom.
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Upon arriving at the school, go directly to the main office, introduce yourself, the reason for your attendance, (make a great impression from the beginning) and ask to be directed to your FBS’s classroom.
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During the first visit to the classroom, notify your FBS of the URL to your wikispace and let her/him know that you will be documenting the requirements of the experience in this space. Discuss the requirements.
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Deliver the FBS’s packet with the evaluation forms and return envelope to your field based supervisor during the first meeting.
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Also during the first meeting, exchange phone numbers in case of emergency (edit your wikispace and put your FBS’s prefered phone number in the information table above), confirm your visitation times, and discuss what you will be doing in the class over the course of the 45 required hours in the classroom.
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When convenient, introduce yourself to the principal and other faculty throughout your stay at the school. Be kind, courteous and show appreciation for the opportunity to be visiting and working with the students and faculty at the school. Always try to leave a great impression on people.
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Within the first two visits, ask for a copy of the school handbook or ask to borrow a handbook for the semester.
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Report to Dr. Kevin Reins via e-mail after you have completed your initial visit. Briefly describe the visit and ask any questions or state any concerns you have at this time and through the semester.
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IF YOU MISS A SCHEDULED TIME – REPORT IT TO DR. REINS IMMEDIATELY. ALWAYS KEEP HIM INFORMED. RECORD THE DATES THAT YOU MISSED HERE.
My goals for the internship:
Through my internship experience, I hope to...
(1) become more comfortable maintaining the classroom environment.
(2) gain some insight into the daily routines of a classroom teacher.
(3) gain more confidence in my ability to teach lessons according to a plan.
Post-experience reflection on my goals:
While I was not in complete control of the classroom in the same manner that I will be during my student teaching next semester, I feel that I did a sufficient job of maintaining an efficient learning environment. Because my FBS was generally in the room during my lessons, she was able to help me keep things under control if necessary. I do not feel that classroom management will be an issue for me. I have been around people of all ages my entire life and have raised my own child. These experiences have given me both the insight and the know-how to interact with others in a respectful way.
I learned a lot about the daily routines of classroom teachers. There are many tasks that I will be responsible for and establishing a system of organization will be a necessity. I like to be organized and have leraned a few new tips and tricks to make these duties second nature. I will also be relying on my students to help with the daily activities in order to help them establish some responsibility for their learning as well as their behavior.
Planning lessons is perhaps the most important aspect of effective learning and teaching. Without a plan, not much of anything gets done. While planning is necessary, it is also important to revisit and revise plans as necessary. It is important to remember that not everything will go as planned and to have a back-up in place for when things get off track. Time is a major factor when planning, so a high level of organization is necessary for the most efficient use of time.
A. 45 hours of field-based classroom participation
Date
Hours
Description of my activities/participation in the classroom....
09/18/09
.5 hr
8:40 a.m.-9:10 a.m.--Introduction meeting with field based supervisor
We discussed the basic requirements of the internship and exchanged schedules as well as contact information. We confirmed days and times for visits for the following week. I asked for and received a copy of the student handbook as well as the current textbook to use for reference.
09/22/09
3.5
12:00 p.m.-3:30 p.m.--Observed classes
I observed my FBS teaching a few lessons in order to get some idea of her teaching style as well as the disposition of the students and the classroom environment. I assisted FBS working with students answering questions and conversed with students about the projects they were working on. In addition, I handed out picture retake forms at the end of the day. I also met a few of the other teachers.
09/24/09
3.0
12:30 p.m.-3:30 p.m.--Observed classes
I observed classes once again partially to familiarize myself with the content the students are learning at this time and also to get them used to my presence in the classroom. I helped groups with their projects in Social Studies as well as answered a few students' questions in Science. I assisted one individual with his math homework.
09/25/09
2.0
9:30 a.m.-11:30 a.m.--Helped with a lab
I was asked by my FBS to read a story to the 6th grade Science class while she finished preparing the materials for the lab they would be investigating. I read "Bartholomew and the Oobleck" aloud to the class. They applauded my reading which made me feel like I did a good job. After the story, the students observed "Oobleck" which was made using cornstarch and water. I used some questioning to get the groups to describe what they were observing in terms of the physical properties of matter that they had been learning about. It was a fun lab.
09/28/09
2.0
9:30 a.m.-11:30 a.m.--Observed classes and assisted students
Class began by discussing the lab we had done on Friday. Students were then introduced to the next section in the text and were asked to read and do the section review questions. I assisted some students by answering questions they had regarding the material presented. I also walked with them to lunch today and visited with some of them about what they were eating. I went with Mrs. Hunold to the teacher's lounge for a bit and introduced myself to a few of the teachers.
10/01/09
3.0
12:30 p.m.-3:30 p.m.--Assisted my FBS with a lab exercise
The students were asked to make observations regarding the chemical reaction of yeast, water, and sugar. I made suggestions to the students as they wrote their observations to include descriptions relating to the physical and chemical properties that they had been studying.
10/02/09
7.0
8:30 a.m.-3:30 p.m.--Taught a lesson for the 4 Science classes
I prepared a chapter review sheet for class to help the students study for an upcoming chapter test. We reviewed by playing the "Eraser Slide" game (suggested by Mrs. Hunold). I divided the classes into three groups and asked each group a question. Upon giving the correct answer, one person from the group got to go to the whiteboard and slide the eraser to reach a mark on the board corresponding to a point value. The game went really well except for the fact that I didn't know the exact rules of how the students had played it before, so when something was different, they questioned me about it. For the most part, the students all had fun and said that it helped them study. There were a few times when I had to do crowd control, but it wasn't as bad as I had anticipated. I also helped Mrs. Hunold correct papers during academic help. I ate lunch in the teacher's lounge today.
10/08/09
3.0
12:15 p.m.-3:15 p.m.--Assisted FBS with instruction
I assisted my FBS with instruction by keeping score during a game for her Social Studies class. I also ran the computer during notetaking for her two Science classes. I helped get students settled in the classroom and instructed them to get their notebooks and homework out while Mrs. Hunold was out of the room.
10/09/09
6.0
8:30 a.m.-1:30 p.m. & 2:30 p.m.-3:30 p.m.--Supervised students
Today was homecoming at Dakota Valley, so it was pretty much a fun day. The students played games in the classroom, went to the all-school pep rally, and watched movies prior to having lunch and being dismissed for the parade. I helped supervise students while playing games and to the pep rally and back. I ate lunch in the teacher's lounge once again. At about 1:00 p.m. we were dismissed to go to the parade. I will be counting this as my extra-curricular activity. I accompanied all of the sixth grade students on the bus along with the other teachers to the parade where we were let off the bus to stand and watch the parade. We returned to the school at around 2:45 p.m. Upon our return, I supervised students as we allowed them to talk with each other and share their candy. All of the students and teachers received a juice or pop courtesy of the school.
10/13/09
7.0
8:25 a.m.-3:25 p.m.--Taught my second lesson for the science classes
I took over the classroom today as I taught my second lesson for the science classes. I incorporated technology into my lesson in the form of a video. The students really seemed to enjoy this part of the lesson. I had the students work in pairs for a short discussion and did some note-taking and lecture presentation as well. I assigned a project for students as homework to be completed by the end of the week. The project involves them researching an assigned element and creating a poster "advertising" their element. Students will be presenting their posters to the class on Friday. I planned Friday as my last day in the school, so I informed students that I will be bringing treats.
10/16/09
7.5
8:15 a.m-3:45 p.m.--Observed student presentations of posters
Students were excited today to present their posters to the class. I brought treats for all of the classes as a "going away" and Halloween celebration. The kids were full of energy. Poster presentations went very well and with the leftover time at the end of class, I played a trivia game with students. Everyone enjoyed themselves. My FBS and I decided it would be best for her to assess the posters since she knew the students better than I did and some of them would not be finished until the following week due to student illness. She thought the rubric I created helped her a lot.
11/20/09
10.0
8:00 a.m.-4:30 p.m.--School Visitation
Today we visited Omaha Benson School, a magnet school in Omaha, Nebraska. This was a very interesting experience for me due to the extreme difference in population of the students there. This school serves students predominantly of African-American descent. There are very few Caucasian students that attend this school which is not something that I am used to. Also, the block scheduling there consists of five 90 minute block classes which seemed rather long compared to what I am used to. As far as the "magnet" atmosphere of the school, the project-based portion of the curriculum was so interwoven into the classroom that I observed, I really did not notice much difference between this and a regular school curriculum. The instructor divided the 90 minutes up into three parts. The first was for review and a quiz of the regular content material, the second was to introduce ideas and concepts that will aid them with their projects, and the third was to move them a little further into their content and to allow them time to ask questions. The atmosphere within the classroom was far different from anything I had experienced. The instructor seemed to be more interested in keeping the students entertained and comfortable in their environment than he was with enforcing the rules of a "regular" classroom. I appreciated the fact that he was very willing to clue me in on anything I wanted to know. He was very insightful and helpful. I enjoyed the visit and am glad I went.
B. Work with a group of students
I assisted groups working on a project for their seventh grade social studies class. Students were to plan an entire "road trip" from start to finish within the given requirements for spending and mileage. I helped students plan by encouraging them to think about things on a realistic basis. Some students were planning their travel for too many miles in too few of days while others were planning on going very few miles with much time to kill. I also helped them project their expenditures and plan for activities that everyone in their group would enjoy rather than what only one student wanted to do. I believe that I helped students stay on task and work more cooperatively to accomplish their goals. I also got to know the students a little better by interacting with them.
C. Work with students individually
I only worked with students individually when they were doing homework assignments for the most part. I was able to assist individual students with problems or questions they had with their assignment. A few students appeared as though they did not want or need my help. I think this was because I did not yet have their full trust and they did not believe that I knew what I was talking about. In time, students began trusting that I was knowledgeable and sought my support more readily. They were excited to see if I knew what they wanted to know. I think this can sometimes be a trap though in an effort to get a teacher off task, so I have to be cautious. One girl in particular did not want to ask me a single thing until she had failed a test and realized that I probably could in fact help her understand the material better than she did.
D. Participate in redesign of a lesson with technology
My FBS did not typically use technology in her lessons other than Power Point for note taking. I designed my lesson to include technology by using a video to introduce the elements rather than just explaining and taking notes. The students really enjoyed the video and seemed to become more interested in the topic. This is a link to the video: http://www.nclark.net/Meet_the_Elements.html
Analysis of Instructional Planning and Impact on Learning
1. What did the students learn from your lesson? How do you know they learned from your lesson? (Attach assessment tools from the lesson.) 2. What did you think about or consider when planning the lesson? (Be specific.) 3. What do you think was the most effective part of the lesson? Why? 4. How closely did you follow your lesson plan? If you deviated from the lesson plan, what decisions did you make during the lesson and why? 5. Were the activities/materials/visuals/aids appropriate? Why? Why not? 6. What part or parts of your plan would you consider changing before teaching this lesson again? 7. What do you see as your teaching strengths?
8. Identify a goal you would like to have your field-based supervisor assist you in achieving.
E. Classroom teaching two lessons with lesson plans and documented impact on student learning
Lesson #1 - Chapter 3 Review Matter and Its Changes
I wanted the first lesson I taught to be an interesting and fun activity for the students both to get me comfortable interacting with them and to get them aquainted with my teaching style. For this reason, I chose to lead their review session for the upcoming exam over Chapter 3 Matter and Its Changes. I wanted to make sure they understood the basic concepts in the chapter and that they did not simply memorize vocabulary. I had been observing them throughout the chapter and I knew that the concepts were troublesome for most of them. I thought that more explanation along with repetition would help the ideas become clearer.
For the review session, my responsibility was to come up with items from the text that might also be on the test. I saw a copy of the exam ahead of time, so I knew to at least incorporate those items specifically in the review session. We played a game called "Eraser Slide" in which students were divided up into teams and were asked questions. The students were familiar with the game and it was suggested by my FBS. We did not have much time to talk about the rules which was something that I wish we had discussed because some of the rules I made differently than the students were accustomed to and they did not like that so well. Other than that, the review session went well. There were times when the students who were not being asked a question were off task, so I felt myself constantly reminding them that they were each going to have to answer the questions on the test. Also, I had the groups scattered too far apart, so I was across the room from some groups while I was asking questions of the others. In a way, the kids liked this because the other groups could not hear their answers or discussion.
I think the most effective part of this activity was that the students were involved in discussions with each other about the answers and had to explain their reasoning which helped them remember the content. However, I am certain that not all students benefitted in the same way. I know there were groups in which the sam students were answering all of the questions and some students were just clueless. In the future, I may come up with a way to include each student equally. One idea is to have a different spokesperson for each question and to have them explain the group's answer. Chapter 3 Review Internship.docx
I am waiting for my FBS to send me the results of the test that was taken for document of learning. Lesson #2- Elements and the Periodic Table Lesson Plan 1.docx
I am waiting for my FBS to send me the grades the students received on the poster project I assigned. She graded them due to so many students being gone, but she did use the rubric I designed.
F. Design an assessment tool for evaluation of one of the lessons taught
Students will demonstrate their knowledge of atoms and subatomic structure.
Students will recognize elements by their physical and chemical characteristics and structure.
Students will display newly acquired information of an element upon the conclusion of an investigation. Students will relate elements to compounds found in the natural world.
Each full day I was in the school, I assisted the teacher walking the students to lunch and supervising them in the lunch line. Other than that, my FBS was not assigned any duties during the time I was there.
I learned that teaching requires patience and attention to detail as well as an awareness to all that is going on around you. Routines are inevitable in school, it is best to teach them good ones. Having two pairs of eyes is better than one! It is important for both the students as well as my colleagues that we all get along an work together for the best outcomes for our students.
H. Attend an extra-curricular activity with students
I attended the Dakota Valley homecoming parade with the students. I learned that students really enjoy being able to get outside the classroom environment once in awhile, but that it is a huge responsibility on the part of the school and the teacher. Participating in these activities is very important to the kids and it is important that they see it as being important to the teachers as well.
Perhaps the most impacting thing about attending the parade was to see how well-behaved the students actually were for the most part. They truly saw the activity as a privilege and did their best to abide by the rules. They did stray at times, but it didn't take long to get them back on track. I was also somwhat disappointed in the a few of the teachers' disinterest in the activity. Some of them simply saw this as an opportunity to get out of being stuck in the classroom with their students.
I learned from attending a school board meeting that much of what is decided in the schools relates to the bottom dollar. There was much discussion with regard to how money was spent or saved and how it would be in the future. I also learned that regardless of the importance of money, or lack thereof, there still exists a deep interest on the part of the board with regard to what the students are learning and how they are learning it. There was much discussion regarding the math program that had been on trial and the board members seemed whole-heartedly interested and concerned.
J. Reflective interview of field-based supervisor around teaching standards
My interview with my FBS was rather informal. It was more of a discussion actually. I asked her how she incorporates the standards into her teaching and how she makes sure that the standards are met as well as how the school itself makes sure she is meeting the standards in her lessons.
My FBS pretty much teaches straight from the text, so if the standards are met there, then they are met in her instruction. She is only in her second year of teaching and is in a subject area that she is not all that familiar with. This may affect her ability and enthusiasm to veer away from using the text alone. I think she is okay with teaching the standards and seemed to have a positive attitude about the standards in general.
My FBS showed me the curriculum mapping that the school and teams are required to do in order to ensure that each standard is being met. This is one way that they use their lesson planning to fulfill the standards. Their mapping procedures are integrated into a three-ring binder with the standards outlined and the lessons that meet the standards are below or next to the standard. They can easily look to see if one of the standards is not being met.
I feel that the standards in the state of South Dakota are pretty vague and many of the things we teach can easily be incorporated under them. In other words, they are not hard to meet at all. It is rather just a matter of how far one stretches their imagination in deciding whether the lesson satisfies the standard or not.
I do not feel like I will have a hard time incorporating the standards in my teaching as they are pretty straight forward and encompass a lot. I think the hardest part will be outlining the objectives and aligning them with the standards and the appropriate assessment type. I feel that too many teachers are falling into the old hat of using strictly multiple choice etc. as a way of shortening their evaluation time.
K. Routines in which I Participated in the classroom
Ran errands for the classroom teacher.
Helped with classroom housekeeping.
Organized materials needed for a lesson.
Helped pass out materials to the students.
Corrected papers.
Set up or help set up a lab.
Helped individual students with seatwork.
Assisted a small group.
Handed out and collected materials.
Read aloud.
Accompanied students to lunch and to a pep-rally.
Helped monitor the hallway and lunchroom.
South Dakota Education Standards for Initial Preparation of Teachers
1. Understands Content: The teacher understands the central concepts, tools of inquiry, and the structures of his/her discipline. The teacher demonstrates the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn meaningful subject matter.
2. Understands Development: The teacher understands how children learn and develop and can provide opportunities leading to active learning that support their intellectual, social, personal, and physical development.
3. Understands Difference: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
4. Designs Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills while incorporating state and national standards.
5. Manages and Motivates: The teacher uses an understanding of individual and group motivation and behavior to establish a safe, orderly, and equitable learning environment that fosters positive social interaction, active engagement in learning and self-motivation.
6. Communicates: The teacher uses knowledge of effective verbal ,nonverbal, and media communication techniques with students and their constituents within and beyond the classroom. The teacher fosters active inquiry and engagement in lifelong learning to prepare students for workforce readiness.
7. Plans for Instruction: The teacher plans instruction based upon knowledge of students, subject matter, technology, curriculum goals, and the community.
8. Evaluates: The teacher understands, creates, selects, and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
9. Reflects on Practice: The teacher is a reflective practitioner who continually evaluates the effects of his/her instructional choices and action on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
10. Participates in the Professional Community and Seeks Professional Growth: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being, reflects on their professional behaviors, and actively seeks opportunities for professional growth and development.
1 1. Integrates Technology to Enhance Learning: The teacher uses current technologies, software, and telecommunications networks to plan, design, deliver, and evaluate learning experiences to enhance learning. The teacher employs the ethical use of technology and uses it to further his/her professional productivity.
12. Understands Evolution of Public Education and Its Legal and Ethical Responsibilities: The teacher understands the foundations of public education, technological and societal changes in the schools, and upholds the legal and ethical responsibilities of the teaching profession.
This wikispace is presented by:
Brenda Leader
in fulfillment of the requirements of
SEED 394 Internship in Secondary Education
The Internship Field Experience is the second of three required field experiences for certification in The School of Education at The University of South Dakota. The Internship is designed to give students a more extensive and participatory experience than the Paraprofessional Field Experience, and students who complete the Internship will be better prepared to enter the Student Teacher Field Experience. In keeping with the School of Education’s theme of Reflective Decision Making + Leadership, the Internship is designed to allow students the opportunity to examine their interactions in the school setting and to evaluate the role they play in student learning. According to Donald Graves (2001), “Awareness that grows out of the specifics of your own situation produces energy. For this reason, you need to know the details of your own experience in order to make some judgments about how to set a personal and professional direction for your life.” The activities required during the Internship Field Experience and the associated written assignments will give you the chance to reflect upon your progress toward becoming a teacher. Perhaps more importantly, you will have the opportunity to reassess and, hopefully, reaffirm your commitment to teaching as a career path.Graves, D. (2001). The Energy to Teach. Portsmouth, NH: Heinemann
Brenda Leader's Fall 2009 SEED 394 Internship Placement
Cell- (712) 253-3106
Check List - Next Steps
My goals for the internship:
Through my internship experience, I hope to...(1) become more comfortable maintaining the classroom environment.
(2) gain some insight into the daily routines of a classroom teacher.
(3) gain more confidence in my ability to teach lessons according to a plan.
Post-experience reflection on my goals:
While I was not in complete control of the classroom in the same manner that I will be during my student teaching next semester, I feel that I did a sufficient job of maintaining an efficient learning environment. Because my FBS was generally in the room during my lessons, she was able to help me keep things under control if necessary. I do not feel that classroom management will be an issue for me. I have been around people of all ages my entire life and have raised my own child. These experiences have given me both the insight and the know-how to interact with others in a respectful way.
I learned a lot about the daily routines of classroom teachers. There are many tasks that I will be responsible for and establishing a system of organization will be a necessity. I like to be organized and have leraned a few new tips and tricks to make these duties second nature. I will also be relying on my students to help with the daily activities in order to help them establish some responsibility for their learning as well as their behavior.
Planning lessons is perhaps the most important aspect of effective learning and teaching. Without a plan, not much of anything gets done. While planning is necessary, it is also important to revisit and revise plans as necessary. It is important to remember that not everything will go as planned and to have a back-up in place for when things get off track. Time is a major factor when planning, so a high level of organization is necessary for the most efficient use of time.
A. 45 hours of field-based classroom participation
We discussed the basic requirements of the internship and exchanged schedules as well as contact information. We confirmed days and times for visits for the following week. I asked for and received a copy of the student handbook as well as the current textbook to use for reference.
I observed my FBS teaching a few lessons in order to get some idea of her teaching style as well as the disposition of the students and the classroom environment. I assisted FBS working with students answering questions and conversed with students about the projects they were working on. In addition, I handed out picture retake forms at the end of the day. I also met a few of the other teachers.
I observed classes once again partially to familiarize myself with the content the students are learning at this time and also to get them used to my presence in the classroom. I helped groups with their projects in Social Studies as well as answered a few students' questions in Science. I assisted one individual with his math homework.
I was asked by my FBS to read a story to the 6th grade Science class while she finished preparing the materials for the lab they would be investigating. I read "Bartholomew and the Oobleck" aloud to the class. They applauded my reading which made me feel like I did a good job. After the story, the students observed "Oobleck" which was made using cornstarch and water. I used some questioning to get the groups to describe what they were observing in terms of the physical properties of matter that they had been learning about. It was a fun lab.
Class began by discussing the lab we had done on Friday. Students were then introduced to the next section in the text and were asked to read and do the section review questions. I assisted some students by answering questions they had regarding the material presented. I also walked with them to lunch today and visited with some of them about what they were eating. I went with Mrs. Hunold to the teacher's lounge for a bit and introduced myself to a few of the teachers.
The students were asked to make observations regarding the chemical reaction of yeast, water, and sugar. I made suggestions to the students as they wrote their observations to include descriptions relating to the physical and chemical properties that they had been studying.
I prepared a chapter review sheet for class to help the students study for an upcoming chapter test. We reviewed by playing the "Eraser Slide" game (suggested by Mrs. Hunold). I divided the classes into three groups and asked each group a question. Upon giving the correct answer, one person from the group got to go to the whiteboard and slide the eraser to reach a mark on the board corresponding to a point value. The game went really well except for the fact that I didn't know the exact rules of how the students had played it before, so when something was different, they questioned me about it. For the most part, the students all had fun and said that it helped them study. There were a few times when I had to do crowd control, but it wasn't as bad as I had anticipated. I also helped Mrs. Hunold correct papers during academic help. I ate lunch in the teacher's lounge today.
I assisted my FBS with instruction by keeping score during a game for her Social Studies class. I also ran the computer during notetaking for her two Science classes. I helped get students settled in the classroom and instructed them to get their notebooks and homework out while Mrs. Hunold was out of the room.
Today was homecoming at Dakota Valley, so it was pretty much a fun day. The students played games in the classroom, went to the all-school pep rally, and watched movies prior to having lunch and being dismissed for the parade. I helped supervise students while playing games and to the pep rally and back. I ate lunch in the teacher's lounge once again. At about 1:00 p.m. we were dismissed to go to the parade. I will be counting this as my extra-curricular activity. I accompanied all of the sixth grade students on the bus along with the other teachers to the parade where we were let off the bus to stand and watch the parade. We returned to the school at around 2:45 p.m. Upon our return, I supervised students as we allowed them to talk with each other and share their candy. All of the students and teachers received a juice or pop courtesy of the school.
I took over the classroom today as I taught my second lesson for the science classes. I incorporated technology into my lesson in the form of a video. The students really seemed to enjoy this part of the lesson. I had the students work in pairs for a short discussion and did some note-taking and lecture presentation as well. I assigned a project for students as homework to be completed by the end of the week. The project involves them researching an assigned element and creating a poster "advertising" their element. Students will be presenting their posters to the class on Friday. I planned Friday as my last day in the school, so I informed students that I will be bringing treats.
Students were excited today to present their posters to the class. I brought treats for all of the classes as a "going away" and Halloween celebration. The kids were full of energy. Poster presentations went very well and with the leftover time at the end of class, I played a trivia game with students. Everyone enjoyed themselves. My FBS and I decided it would be best for her to assess the posters since she knew the students better than I did and some of them would not be finished until the following week due to student illness. She thought the rubric I created helped her a lot.
Today we visited Omaha Benson School, a magnet school in Omaha, Nebraska. This was a very interesting experience for me due to the extreme difference in population of the students there. This school serves students predominantly of African-American descent. There are very few Caucasian students that attend this school which is not something that I am used to. Also, the block scheduling there consists of five 90 minute block classes which seemed rather long compared to what I am used to. As far as the "magnet" atmosphere of the school, the project-based portion of the curriculum was so interwoven into the classroom that I observed, I really did not notice much difference between this and a regular school curriculum. The instructor divided the 90 minutes up into three parts. The first was for review and a quiz of the regular content material, the second was to introduce ideas and concepts that will aid them with their projects, and the third was to move them a little further into their content and to allow them time to ask questions. The atmosphere within the classroom was far different from anything I had experienced. The instructor seemed to be more interested in keeping the students entertained and comfortable in their environment than he was with enforcing the rules of a "regular" classroom. I appreciated the fact that he was very willing to clue me in on anything I wanted to know. He was very insightful and helpful. I enjoyed the visit and am glad I went.
B. Work with a group of students
I assisted groups working on a project for their seventh grade social studies class. Students were to plan an entire "road trip" from start to finish within the given requirements for spending and mileage. I helped students plan by encouraging them to think about things on a realistic basis. Some students were planning their travel for too many miles in too few of days while others were planning on going very few miles with much time to kill. I also helped them project their expenditures and plan for activities that everyone in their group would enjoy rather than what only one student wanted to do. I believe that I helped students stay on task and work more cooperatively to accomplish their goals. I also got to know the students a little better by interacting with them.C. Work with students individually
I only worked with students individually when they were doing homework assignments for the most part. I was able to assist individual students with problems or questions they had with their assignment. A few students appeared as though they did not want or need my help. I think this was because I did not yet have their full trust and they did not believe that I knew what I was talking about. In time, students began trusting that I was knowledgeable and sought my support more readily. They were excited to see if I knew what they wanted to know. I think this can sometimes be a trap though in an effort to get a teacher off task, so I have to be cautious. One girl in particular did not want to ask me a single thing until she had failed a test and realized that I probably could in fact help her understand the material better than she did.D. Participate in redesign of a lesson with technology
My FBS did not typically use technology in her lessons other than Power Point for note taking. I designed my lesson to include technology by using a video to introduce the elements rather than just explaining and taking notes. The students really enjoyed the video and seemed to become more interested in the topic. This is a link to the video:http://www.nclark.net/Meet_the_Elements.html
Analysis of Instructional Planning and Impact on Learning
1. What did the students learn from your lesson? How do you know they learned from your lesson? (Attach assessment tools from the lesson.) 2. What did you think about or consider when planning the lesson? (Be specific.) 3. What do you think was the most effective part of the lesson? Why? 4. How closely did you follow your lesson plan? If you deviated from the lesson plan, what decisions did you make during the lesson and why? 5. Were the activities/materials/visuals/aids appropriate? Why? Why not? 6. What part or parts of your plan would you consider changing before teaching this lesson again? 7. What do you see as your teaching strengths?8. Identify a goal you would like to have your field-based supervisor assist you in achieving.
E. Classroom teaching two lessons with lesson plans and documented impact on student learning
Lesson #1 - Chapter 3 Review Matter and Its ChangesI wanted the first lesson I taught to be an interesting and fun activity for the students both to get me comfortable interacting with them and to get them aquainted with my teaching style. For this reason, I chose to lead their review session for the upcoming exam over Chapter 3 Matter and Its Changes. I wanted to make sure they understood the basic concepts in the chapter and that they did not simply memorize vocabulary. I had been observing them throughout the chapter and I knew that the concepts were troublesome for most of them. I thought that more explanation along with repetition would help the ideas become clearer.
For the review session, my responsibility was to come up with items from the text that might also be on the test. I saw a copy of the exam ahead of time, so I knew to at least incorporate those items specifically in the review session. We played a game called "Eraser Slide" in which students were divided up into teams and were asked questions. The students were familiar with the game and it was suggested by my FBS. We did not have much time to talk about the rules which was something that I wish we had discussed because some of the rules I made differently than the students were accustomed to and they did not like that so well. Other than that, the review session went well. There were times when the students who were not being asked a question were off task, so I felt myself constantly reminding them that they were each going to have to answer the questions on the test. Also, I had the groups scattered too far apart, so I was across the room from some groups while I was asking questions of the others. In a way, the kids liked this because the other groups could not hear their answers or discussion.
I think the most effective part of this activity was that the students were involved in discussions with each other about the answers and had to explain their reasoning which helped them remember the content. However, I am certain that not all students benefitted in the same way. I know there were groups in which the sam students were answering all of the questions and some students were just clueless. In the future, I may come up with a way to include each student equally. One idea is to have a different spokesperson for each question and to have them explain the group's answer.
Chapter 3 Review Internship.docx
I am waiting for my FBS to send me the results of the test that was taken for document of learning.
Lesson #2 - Elements and the Periodic Table
Lesson Plan 1.docx
I am waiting for my FBS to send me the grades the students received on the poster project I assigned. She graded them due to so many students being gone, but she did use the rubric I designed.
F. Design an assessment tool for evaluation of one of the lessons taught
Students will demonstrate their knowledge of atoms and subatomic structure.
Students will recognize elements by their physical and chemical characteristics and structure.
Students will display newly acquired information of an element upon the conclusion of an investigation.
Students will relate elements to compounds found in the natural world.
Rubric for Poster.docx
G. Share two duties with field-based supervisor
Each full day I was in the school, I assisted the teacher walking the students to lunch and supervising them in the lunch line. Other than that, my FBS was not assigned any duties during the time I was there.
I learned that teaching requires patience and attention to detail as well as an awareness to all that is going on around you. Routines are inevitable in school, it is best to teach them good ones. Having two pairs of eyes is better than one! It is important for both the students as well as my colleagues that we all get along an work together for the best outcomes for our students.
H. Attend an extra-curricular activity with students
I attended the Dakota Valley homecoming parade with the students. I learned that students really enjoy being able to get outside the classroom environment once in awhile, but that it is a huge responsibility on the part of the school and the teacher. Participating in these activities is very important to the kids and it is important that they see it as being important to the teachers as well.
Perhaps the most impacting thing about attending the parade was to see how well-behaved the students actually were for the most part. They truly saw the activity as a privilege and did their best to abide by the rules. They did stray at times, but it didn't take long to get them back on track. I was also somwhat disappointed in the a few of the teachers' disinterest in the activity. Some of them simply saw this as an opportunity to get out of being stuck in the classroom with their students.
I. Attend a school board meeting
Tuesday, October 13, 2009 I attended a Dakota Valley school board meeting at 7:00 p.m.
This is a link to the minutes of that meeting:
http://dakotavalley.k12.sd.us/district/files/Board%20Agenda%2010-13-09.pdf
I learned from attending a school board meeting that much of what is decided in the schools relates to the bottom dollar. There was much discussion with regard to how money was spent or saved and how it would be in the future. I also learned that regardless of the importance of money, or lack thereof, there still exists a deep interest on the part of the board with regard to what the students are learning and how they are learning it. There was much discussion regarding the math program that had been on trial and the board members seemed whole-heartedly interested and concerned.
J. Reflective interview of field-based supervisor around teaching standards
My interview with my FBS was rather informal. It was more of a discussion actually. I asked her how she incorporates the standards into her teaching and how she makes sure that the standards are met as well as how the school itself makes sure she is meeting the standards in her lessons.My FBS pretty much teaches straight from the text, so if the standards are met there, then they are met in her instruction. She is only in her second year of teaching and is in a subject area that she is not all that familiar with. This may affect her ability and enthusiasm to veer away from using the text alone. I think she is okay with teaching the standards and seemed to have a positive attitude about the standards in general.
My FBS showed me the curriculum mapping that the school and teams are required to do in order to ensure that each standard is being met. This is one way that they use their lesson planning to fulfill the standards. Their mapping procedures are integrated into a three-ring binder with the standards outlined and the lessons that meet the standards are below or next to the standard. They can easily look to see if one of the standards is not being met.
I feel that the standards in the state of South Dakota are pretty vague and many of the things we teach can easily be incorporated under them. In other words, they are not hard to meet at all. It is rather just a matter of how far one stretches their imagination in deciding whether the lesson satisfies the standard or not.
I do not feel like I will have a hard time incorporating the standards in my teaching as they are pretty straight forward and encompass a lot. I think the hardest part will be outlining the objectives and aligning them with the standards and the appropriate assessment type. I feel that too many teachers are falling into the old hat of using strictly multiple choice etc. as a way of shortening their evaluation time.
K. Routines in which I Participated in the classroom
Ran errands for the classroom teacher.Helped with classroom housekeeping.
Organized materials needed for a lesson.
Helped pass out materials to the students.
Corrected papers.
Set up or help set up a lab.
Helped individual students with seatwork.
Assisted a small group.
Handed out and collected materials.
Read aloud.
Accompanied students to lunch and to a pep-rally.
Helped monitor the hallway and lunchroom.
South Dakota Education Standards for Initial Preparation of Teachers
1. Understands Content: The teacher understands the central concepts, tools of inquiry, and the structures of his/her discipline. The teacher demonstrates the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn meaningful subject matter.
2. Understands Development: The teacher understands how children learn and develop and can provide opportunities leading to active learning that support their intellectual, social, personal, and physical development.
3. Understands Difference: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
4. Designs Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills while incorporating state and national standards.
5. Manages and Motivates: The teacher uses an understanding of individual and group motivation and behavior to establish a safe, orderly, and equitable learning environment that fosters positive social interaction, active engagement in learning and self-motivation.
6. Communicates: The teacher uses knowledge of effective verbal ,nonverbal, and media communication techniques with students and their constituents within and beyond the classroom. The teacher fosters active inquiry and engagement in lifelong learning to prepare students for workforce readiness.
7. Plans for Instruction: The teacher plans instruction based upon knowledge of students, subject matter, technology, curriculum goals, and the community.
8. Evaluates: The teacher understands, creates, selects, and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
9. Reflects on Practice: The teacher is a reflective practitioner who continually evaluates the effects of his/her instructional choices and action on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
10. Participates in the Professional Community and Seeks Professional Growth: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being, reflects on their professional behaviors, and actively seeks opportunities for professional growth and development.
1 1. Integrates Technology to Enhance Learning: The teacher uses current technologies, software, and telecommunications networks to plan, design, deliver, and evaluate learning experiences to enhance learning. The teacher employs the ethical use of technology and uses it to further his/her professional productivity.
12. Understands Evolution of Public Education and Its Legal and Ethical Responsibilities: The teacher understands the foundations of public education, technological and societal changes in the schools, and upholds the legal and ethical responsibilities of the teaching profession.